Evaluating Self-paced Computational Notebooks vs. Instructor-Led Online Lectures for Introductory Computer Programming

Timothy James; Alejandra J. Magana

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COED Programming Education 2: Instructional Approaches
Tagged Division: Computers in Education Division (COED)
Page Count: 14
DOI: 10.18260/1-2--43422
Permanent URL: https://peer.asee.org/43422
Download Count: 191

Paper Authors

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Timothy James Purdue University, West Lafayette

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Timothy James is an instructor at the University of Pittsburgh Computer Science department, as well as a Doctor of Technology student at Purdue University. Previously, Tim has spent some time in a variety of industries including Internet consulting, finance, defense contracting, aviation maintenance, telecommunications, capital markets, and sandwich artistry. Timothy hopes to continue actively engaging the community in technical training and CS education efforts.

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Alejandra J. Magana Purdue University at West Lafayette orcid.org/0000-0001-6117-7502

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Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology with a courtesy appointment at the School of Engineering Education at Purdue University. She holds a B.E. in Informa

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Abstract

Teaching a new programming language to computer science students is challenging, time consuming, and fraught with error. Students face many challenges while attempting to learn a new language. Succeeding in this topic requires students to quickly achieve in application, analysis, and evaluation. The typical approach to explanation and demonstration of a new programming language is limited - it often involves students simply viewing an instructor lecturing on the topic; most often, application of these concepts has students independently completing assignments, which opens an opportunity for disconnect between explanation and application. In addition to this challenge, setting up coding environments is difficult - it can be time consuming and confusing. The process of saving and running program files can be equally challenging.

Allowing students the opportunity to quickly learn coding concepts, apply them, and gain confidence in their ability could allow them to defer environment setup to a later date, and enable students to master introductory programming concepts more quickly.

Colaboratory (often referred to as "Colab") is a service offered by Google that allows students to modify and run Jupyter Notebooks in a zero configuration, ready-out-of-the-box environment. Because of its ease of getting started, this environment can provide interactive instructional and evaluation activities for students. This tool can intersperse instruction & explanation with real, executable code - all within a single artifact. This allows students to write Python code and see results through a browser almost instantly. No setup or configuration is required.

The purpose of this paper is to evaluate the efficacy of providing interactive instructional resources in Colab as part of an introductory programming course, using worked examples and try-modify-create pedagogical approaches. Participants in the study were recruited through LinkedIn and Twitter; they were randomly assigned to a control group (traditional lecture / video) or an experimental group (instruction offered through Colab). Student performance was evaluated through quizzes and assignments.

Citation
Format

James, T., & Magana, A. J. (2023, June), Evaluating Self-paced Computational Notebooks vs. Instructor-Led Online Lectures for Introductory Computer Programming Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43422

TY - CPAPER
AB - Teaching a new programming language to computer science students is challenging, time consuming, and fraught with error. Students face many challenges while attempting to learn a new language. Succeeding in this topic requires students to quickly achieve in application, analysis, and evaluation.
The typical approach to explanation and demonstration of a new programming language is limited - it often involves students simply viewing an instructor lecturing on the topic; most often, application of these concepts has students independently completing assignments, which opens an opportunity for disconnect between explanation and application. In addition to this challenge, setting up coding environments is difficult - it can be time consuming and confusing. The process of saving and running program files can be equally challenging.

Allowing students the opportunity to quickly learn coding concepts, apply them, and gain confidence in their ability could allow them to defer environment setup to a later date, and enable students to master introductory programming concepts more quickly.

Colaboratory (often referred to as &quot;Colab&quot;) is a service offered by Google that allows students to modify and run Jupyter Notebooks in a zero configuration, ready-out-of-the-box environment. Because of its ease of getting started, this environment can provide interactive instructional and evaluation activities for students. This tool can intersperse instruction &amp;amp; explanation with real, executable code - all within a single artifact. This allows students to write Python code and see results through a browser almost instantly. No setup or configuration is required.

The purpose of this paper is to evaluate the efficacy of providing interactive instructional resources in Colab as part of an introductory programming course, using worked examples and try-modify-create pedagogical approaches. Participants in the study were recruited through LinkedIn and Twitter; they were randomly assigned to a control group (traditional lecture / video) or an experimental group (instruction offered through Colab). Student performance was evaluated through quizzes and assignments.
AU - Timothy James
AU - Alejandra J. Magana
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Evaluating Self-paced Computational Notebooks vs. Instructor-Led Online Lectures for Introductory Computer Programming
UR - https://peer.asee.org/43422
DO - 10.18260/1-2--43422
ER -